While learning in the virtual world is new for many of us, the classroom is not. Think of the virtual classroom as you do the traditional classroom and conduct yourself accordingly:

    • Behavioral standards, as outlined in the Code of Conduct, are in effect and will be enforced through coordination with administration. For example, lateness, inconsistent attendance, general mischief, plagiarism and disrespect will have consequences.
    • You are expected to be visible on camera when utilizing Microsoft TEAMS
    • Your failure to acknowledge random questioning during a class session can qualify as a CUT and will be addressed accordingly.
    • Grades will be reflective of demonstrated levels of cooperation, productivity and content mastery.
    • Grades will be earned based on attainment of documented performance standards on a variety of assessments.
    • You are strongly encouraged to utilize Extra Help Sessions as needed.
  • I. Course Synopsis

    Reading helps students construct a paradigm through which they can better understand their own identity and the complexities of the world around them. Students will start by examining their own identities, and then expand the context to see identity within the frame of society, and finally how the two engage and change each other. This course provides students with an environment in which they can explore the identity process through the guided analysis of a variety of texts including drama, short stories and novels. Students will respond in writing and speaking to what they are learning; as they do so, they will learn various rules of grammar/usage and essay writing.

    1. Rationale
    2. this digital age, students are reading and writing more than at any other point in history; texting, emailing, and social media occupy modern teenagers almost constantly, saturating their free time with written English without exposing them to meaningful or sophisticated English. Therefore, this course will teach students how to understand complex texts and articulate opinions about them in clear, coherent writing, as well as contextualize, counteract, and sometimes harness their established reading and writing habits. Students will be taught how to engage with longer texts in order to understand how authors use their craft to convey emotion and meaning. Developing a scaffold of skills starts with longer text to fully immerse students in a reading and writing process that can then be applied to other areas. Once they can recognize good writing in the long form, students can apply those skills to how they express themselves in a variety of writing forms.

    Each unit is defined by a central theme and anchor text(s). Students will practice analyzing where, how, and why authors use particular crafts in these texts, as well as how to use these crafts in their own writing. The course will discuss how authors develop themes in their work and how to recognize an author’s purpose. Students will study themes pertaining to individuality, the pressures of society, and the conflicts created between the two.

    Our primary goal is to give students a strong understanding of the power of language. By the end of 9th grade, students will understand how authors use language in particular ways to accomplish certain goals; whether to persuade an audience, engage a reader, or develop a theme. Students will be able to discuss and apply these concepts, expressing their fluency in multiple forms.